Exploring students' perceptions and opinions about an institutional hierarchy of healthcare professionals and its impact on their interprofessional learning outcomes

Abstract

Context: InsGtuGonal hierarchy is a phenomenon associated with clinical tribalism. Inter-professional learning is thought to improve a healthcare team's collaboraGon and communicaGon. Aim: The aim was to evaluate student understanding of insGtuGonal hierarchy and percepGons and opinions on their parGcipaGon in inter-professional learning. Method: Using a quesGonnaire, this study gathered the opinions of fourth year pharmacy students who had completed two inter-professional learning sessions. QuanGtaGve and qualitaGve analyses were conducted. Results: Students (87.7%, n=50) were aware of the insGtuGonal hierarchy concept, lisGng the order as doctors, pharmacists, nurses then allied health. 61.4% (n=35) were willing to parGcipate in inter-professional learning sessions. Students (70.1%, n=40) agreed that inter-professional learning sessions have added benefit to paGent-centred care, and to understanding different healthcare roles in depth (82.5%, n=47) but failed in diminuGon of the hierarchical ideology. Conclusions: Inter-professional learning sessions did not change students' opinions about posiGoning of doctors as the top of the healthcare insGtuGonal hierarchy.